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- GIÁO ÁN ENGLISH 8
UNIT 3: AT HOME
LESSON 1: GETTING STARTED - LISTEN AND READ (P. 27, 28)
A. Aim: By the end of the lesson, students will be able to understand the dialogue between
Nam and his mother and use modal verbs to talk about the housework.
B. Methods: Communicative approach
C. Teaching aids: Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.
D. Procedure:
I. Class organization: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities On the board
WARM UP
Kim's game
- T shows 6 pictures (in Getting started) to - Expected answers:
students.
a. Wash dishes/ do the washing up
- T asks them to look at 6 pictures quickly
b. Make the bed
in 30 seconds and try to remember the verbs
in the pictures as many as possible. c. Sweep the floor
- Then each team goes to the board - one by
- one - and writes down the activities in the d. Cook
pictures. The team remembering more verbs
e. Tidy up
is the winner.
PRESENTATION
- T models 3 times then asks Ss to repeat
chorally and individually. I. Vocabulary
- a rice cooker (picture)
- a steamer: (picture)
- a cup board: (picture)
- a saucepan: (picture)
- a frying pan (picture)
* Checking: What and Where
- T sets the scene: “Nam’s mother – Mrs. II. What Nam has to do?
Vui – is busy and she wants Nam to do
three things for her.” Nam has to
- T gets Ss to listen to the dialogue while + cook dinner
looking at their books and complete the list + go to the market to buy fish and
of the things Nam has to do. vegetables
- T elicits the form by making questions. + call his aunt, Ms Chi and ask her to
- Ss copy down meet his mother at grandma's house
Form:
Has / have to + infinitive = Must +
infinitive
Meaning: Phải (làm gì)
Use: express obligation or necessity
+ Must: authority comes from speaker
+ Have to: authority comes from outside
- speaker or laws
Exchange: What do you have to do?
- T models two cues then asks Ss to repeat I must do the washing up
chorally then individually.
PRACTICE
- T asks Ss to practice asking and answering
Picture - cued drill
in pairs (open pairs – closed pairs)
1. do the washing up
2. make the bed
3. sweep the floor
4. cook dinner
5. tidy my room
- Ss work in groups of four, discuss the
topic, then representative from each group 6. feed the chickens
states their work.
FURTHER PRACTICE
Group discussion
- Talk about what we have to do and what
we mustn’t do in class: Write in full
sentences
Expected answers:
Have to: keep silent, do homework, learn
last lessons, raise opinion,...
Mustn’t: make noise, be late, fall sleep, wear
jeans ...
IV. Consolidation: (2 minutes)
- T asks students to state the form and use of must and have to
V. Homework
- - Write the things you have to do on Sundays.
Ex: On Sundays, I have to tidy my rooms, .... I have to help my parents do the house
work, . ....
- Do exercise 1 & 2
- Prepare SPEAK
- UNIT 3: AT HOME
LESSON 2: SPEAK 1 -2 (P. 28, 29)
A. Aim: By the end of the lesson, students will be able to use the prepositions of place to
talk about the positions of furniture in the house.
B. Methods: Communicative approach
C. Teaching aids: Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.
D. Procedure:
I. Class organization: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities On the board
WARM UP
- T divides the class into 2 teams (House & Game: What are there in the kitchen?
Home)
Expected answers:
- T asks both teams – one by one – to go to
Stove, sink, bowl, knife, lighting fixture,
the board and write down as many things in
refrigerator, table, chair, pan, saucepan,
the kitchen as possible within 3 minutes.
chopstick, cup, glass, plate, spoon, ...
- The team which has more correct words
will win the game.
PRESENTATION
I. Vocabulary:
- T elicits words from Ss and models 3
times. - a rug (picture)
- - a lighting fixture (picture)
- a coffee table (picture)
- a counter (picture)
- a calendar (picture)
- a dish rack (picture)
* Checking: Slap the board
II. Questions:
- T shows the picture on page 28 and asks a. Where is the clock?
Ss the positions of the items in the picture:
b. Where is the fruit?
- T gets Ss to work in pairs, talking about
c. Where are the flowers?
the position of each item.
d. Where is the rice cooker?
e. Where is the cupboard?
f. Where are the knives?
g. Where is the dish rack?
* Expected answers:
a. It's above the fridge.
b. in the bowl
c. on the table
d. next to the bowl of fruit
e. on the wall, above the counter.
f. they are on the wall, under the cupboard.
g. on the counter, next to the bowl of fruit.
PRACTICE
- T sets the scene: "Mrs. Vui bought some
new furniture for her living room, but she Ex: The calendar is on the wall, above the
- cannot decide where to put it. Please help stove.
her to arrange the furniture"
The knives are on the wall, under the
- T asks Ss to look at the picture on page 29 cupboard.
and talk about their ideas.
FURTHER PRACTICE
- T asks Ss to practice speaking using the
USEFUL EXPRESSIONS:
expressions.
Agreeing Disagreeing
- Ss work in pairs, try to use expressions to
make a meaning and logical dialogue. OK. No, I think we'd
better / ought to
- T calls some pairs to demonstrate. You're right
put ...
I think it should
be ...
- Expected answers:
+ Let's put the clock on the wall, between the
shelf and the picture.
+ OK. I think we ought to put the TV and the
stereo on the shelf.
+ I think the coffee table should be between
the couch and the armchair.
+ Let's put the telephone next to the couch.
+ I think we should put the magazine above
the books on the shelves.
+ I think the shelves ought to be at one of the
corners, opposite the couch.
- IV. Consolidation: (2 minutes)
- T asks students to state the main expressions in talking about the positions of things.
V. Homework
- Prepare the next part of the lesson: Listen and Language Focus 3
- UNIT 3: AT HOME
LESSON 3: LISTEN & LANGUAGE FOCUS 3 (P. 30, 35, 36)
A. Aim: By the end of the lesson, students will be able to identify the right item by
listening and use reflexive pronouns.
B. Methods: Communicative approach
C. Teaching aids: Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.
D. Procedure:
I. Class organization: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities On the board
WARM UP
- T divides Ss into 2 groups and asks Who are quicker?
each group to write down the food we
Expected answer: meat, chicken, soup, garlic,
eat.
onion, rice, noodles, cabbages, green pepper, etc.
- Ss write down and T checks
PRE-LISTENING
1. Vocabulary:
- green pepper (n) (picture)
- ham (n) (realia)
- T elicits each word and models thrice.
- garlic (n) (realia)
- Ss copy down
- a repairman (explanation = a person whose job
- is to repair things)
- (to) try (translation)
- (to) kill (explanation = to make
somebody/something die)
* Checking: what and where
2. Prediction:
a.
- T gets Ss to look at P. 30 and guess 4
things they use to cook the "Special b.
Chinese Fried Rice"
c.
d.
WHILE LISTENING
- Expected answers:
- T has Ss listen to the tape twice or
a. fried rice, b. pan, c. garlic and green peppers,
thrice and checks their prediction.
d. ham and peas.
PRESENTATION
REFLEXIVE PRONOUNS
Form:
I myself
- T sets the scene: “You do your
You yourself / yourselves
homework and no one helps you. What
do you say?' She herself
He with himself
We ourselves
They themselves
it itself
Usage:
- - When subject and object of a clause are the
same
- When we want to mean “alone” or “without
- T explains the reflexive Pronouns and
help”, to emphasize ‘that person, nobody else’
their usage, giving examples.
- We do not use reflexive pronoun with “feel,
relax, concentrate” or actions which people
usually do to themselves (e.g. wash, shave,
dress)
Ex: She cut herself.
I build the house myself.
- Ss copy down
PRACTICE
Model sentence:
Did you do your homework?
- T models two cues then asks Ss to
repeat chorally then individually. Yes. I did it myself.
Ex: 1. Did you do your homework? Word cued drill
Yes, I did it myself. 1. you / do / homework
- T asks Ss to practice asking and 2. He / fix / washing machine
answering.
3. Mary / cook / dinner
- Open pairs – closed pairs
4. These students / paint / the pictures
5. You / do / your chores
FURTHER PRACTICE
Complete the dialogue
- Expected answers:
a. Did someone help Ba to draw that picture? -
- T asks Ss to fill in the blanks with No. He did it himself.
suitable reflexive pronouns or emphasis
b. The repair man can’t fix the washing machine
pronouns.
- - T gives feedback until tomorrow. - Come on. We'll have to try and
do it ourselves.
- T asks Ss to practice speaking in pairs.
c. What's the matter, Hoa?
- I cut myself.
Let me see. Oh, it's all right. You didn't cut
yourself badly.
d. Why are you crying, Nga?
- I have just watched the movies Romeo and
Juliet. The boy killed himself and then the girl
killed herself as well.
Why did they kill themselves?
- It's a long story.
e. Boys and girls, you'll do the experiment this
afternoon.
- Will you come to help us?
Yes, I will. But you have to do it yourselves first.
IV. Consolidation: (2 minutes)
- T asks students to state the main usage of Reflexive pronouns.
V. Homework
- Prepare the next part of the lesson: Read
- Do exercise 3, 4 in workbook
- UNIT 3: AT HOME
LESSON 4: READ 1 -2 (P. 31, 32)
A. Aim: By the end of the lesson, students will be able to understand the safety precautions
in the house and use Why - Because.
B. Methods: Communicative approach
C. Teaching aids: Teacher: textbook, poster, pictures, realia
Students: textbook, notebook, pens, rulers.
D. Procedure:
I. Class organization: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities On the board
WARM UP
- T divides Ss into 2 groups and asks Brainstorming:
each group to come to the board and
Electricity
write the things that cause danger for
children in the home.
Drug
- Ss play in group andintake turns toKnife
Dangers the
home for
write down the words.
children
Boiling
water
Fire Gas
- - T models 3 times and gets Ss to repeat PRE - READING
I. Pre - teach vocabulary:
- a precaution (translation)
- a socket (realia)
- a match (realia)
- an object (translation)
- safety (antonym: danger)
- Ss copy down - (to) destroy (translation)
- T divides class into 2 teams to play the - (to) injure (picture)
game “slap the board”
- chemical (n) (example: H2SO4, NaCl)
- T elicits: “There are many dangerous
- out of children’s reach (translation)
things in your house. Followings are
some advice to make sure safety Checking vocabulary: Slap the board
precaution”
II. True - False prediction
- T asks Ss to read the statements and
guess which are true, which are false. 1. It is safe to leave medicine around the house.
2. Drugs can look like candy.
3. A kitchen is a suitable place to play.
4. Playing with one match cannot start a fire.
5. Putting a knife into an electrical socket is
dangerous.
6. Young children do not understand that many
household objects are dangerous.
- Ss read the poster and check their
- prediction. WHILE - READING
- T asks Ss to correct false statements. I. Reading the text
Guess Correct
1. F It is dangerous to leave medicine
around the house
T
2.
F A kitchen is an unsuitable place to
3.
play
4.
F Playing with one match can start a
- T asks Ss review the form and usage 5. fire
of “Why”. T
6.
T
II. Comprehension questions
- T asks Ss to work in pairs to find out Form:
the answers to these questions.
Why + V(Aux) + S + V + O?
Because + S + V
Usage: to state the reason
1. Why must we put all chemicals and drugs in a
locked cupboard?
2. Why mustn't we let children play in the
kitchen?
3. Why mustn't children play with matches?
4. Why must we cover electrical sockets?
5. Why do we have to put all dangerous objects
out of children's reach?
- T asks Ss to practice asking and
answering the questions in pairs. - Expected answers:
- - Open pairs and closed pairs 1. Because children often try to eat and drink
them.
2. Because the kitchen is a dangerous place.
3. Because playing with one match can cause the
fire.
- T asks Ss to work in groups of 6,
4. Because children often try to put something
discussing the topics and write on
into electrical sockets and electricity can kill.
poster. (half of the class discusses the
first topic and the rest discusses the 5. Because the dangerous objects can injure or
second) kill children.
- Two representatives from each group POST - READING
present in front of the class.
Discussion
- T comments and gives feedback.
1. Safety precautions on the street.
2. Safety precautions at school.
IV. Consolidation: (2 minutes)
- T asks students to state the main activities to avoid dangers at home.
V. Homework
- Prepare the next part of the lesson: Write
- Do exercise 5 & 6 in workbook
- UNIT 3: AT HOME
LESSON 5: WRITE (P. 32, 33)
A. Aim: By the end of the lesson, students will be able to write a description of a room in
their house.
B. Methods: Communicative approach
C. Teaching aids: Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.
D. Procedure:
I. Class organization: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities On the board
WARM UP
- T divides Ss into 2 groups and asks Things in your house
each group to write down the things in
L S A U C E P A
their house
I A I K O F E N
- T gives feedback
G R T N O I N U
H E A A K N C S
T D B T E K H T
I L L U R I A O
N O E B E D I V
G F I X T U R E
- - T asks Ss some information about the
room on p. 32:
+ which room is this?
PRE - WRITING
+ what's this? Where is it?
I. Pre - teach vocabulary
- T models thrice and gets Ss to repeat.
- folder (n) (picture)
- T gets Ss to copy the words into their
- beneath (example)
books and then ask them to close the
books. - towel rack (n) (picture)
- T rubs out the new words one at a - a wardrobe (n) (picture)
time. Each time T rubs out a word in
English, points to the Vietnamese * Checking vocabulary: ROR
translation and asks "what's this in
English?". When all the English words
are rubbed out, T goes through the
Vietnamese list and gets Ss to call out
II. Reading
the English words.
Questions:
a. What is there on the left of the room?
- T asks Ss to read the description of
Hoa's room, then asks some questions. b. Where is the bookshelf?
c. What is there on the right side of the room?
d. Where is the wardrobe?
- Expected answers:
a. There is a desk on the left of the room.
b. The bookshelf is above the desk.
c. There is a window on the right side of the
room.
d. The wardrobe is beside the window and
- opposite the desk.
WHILE - WRITING
- T asks Ss to describe Hoa's kitchen in Write the description of Hoa's kitchen, using
pairs. the cues.
- Expected answers:
This is Hoa's kitchen.
There is a refrigerator in the right corner of the
room. Next to the refrigerator are the stove and
the oven. On the other side of the oven, there is a
sink and next to the sink is a towel rack. The dish
rack stands on the counter, on the right of the
- T asks Ss to share with their partners. window and beneath the selves. On the shelves
- T corrects the mistakes from some and on the counter beneath the window, there are
descriptions (if any). jars of sugar, flour and tea. In the middle of the
kitchen, there are a table and four chairs. The
lighting fixture is above the table, and directly
beneath the lighting fixture is a vase with
flowers.
POST - WRITING
- T asks Ss to talk to their partners
Speaking
about their room (bedroom / living
room / kitchen? Talk to your partner about a room in your house
IV. Consolidation: (2 minutes)
- T asks students to go through the main points used to describe a room.
V. Homework
- Describe a room in your house.
- Prepare the next part of the lesson: Language focus 1, 2, 4
- UNIT 3: AT HOME
LESSON 6: LANGUAGE FOCUS 1, 2, 4 (P. 36)
A. Aim: By the end of the lesson, students will be able to use the structure Why – Because
and further practice in modal verb: ought to.
B. Methods: Communicative approach
C. Teaching aids: Teacher: textbook, poster, pictures, realia
Students: textbook, notebook, pens, rulers.
D. Procedure:
I. Class organization: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities On the board
WARM UP
- T divides class into 2 teams and Brainstorming
asks Ss to go to the BB and write
down things they can/can’t do. Do Tidy
our
up
homewo Things
- Ss of two teams take turn to write rk you can
the activities on board. Water do Clean
flowers the
- T checks. floor
nguon tai.lieu . vn